In this chapter we investigate the role of children’s engagements in pedagogical practices within the field of center-based child care. Based on a historical analysis, it is argued that children’s engagements have played a central and crucial part throughout the varied pedagogical approaches that make up the Danish tradition and its pedagogical methodologies and practices. Yet, due to a strong present-day educational perspective within the center-based child care, along with the application of standardized and evidence-based programs and evaluations, the pedagogical tradition is fundamentally challenged and changing. We argue that the pedagogical transition at its core consists of a change from being grounded in the local living, and the concrete existence of the subjects being, to a more global perspective that draws on context-free and universal technologies. Through empirical investigations of such standardized practices, potential developmental implications are discussed and related to international research within the field. From a cultural life course perspective, it is argued that the pedagogical change at present creates an internal paradox because the standardized pedagogical practices with a “proven” effect always are an effect within a uniquely configured cultural life course. This is more or less explicitly noted by pedagogical staff as well and expressed with ambivalence toward these changes. Such ambivalence can point to synthesis and practice development. A methodology is suggested which focuses on the production of collective spheres of meaning-making and how these spheres, in the person’s everyday life, become meaningful parts of the persons’ cultural course of living.